Professional supervision and professional autonomy

Karvinen-Niinikoski, Synnöve; Beddoe, Liz; Ruch, Gillian; Tsui, Ming‐sum

doi:10.11157/anzswj-vol31iss3id650

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…First-time supervisors in social service organisations are often assumed to be ready to take on their role, despite inadequate preparation for it. While previous knowledge and skills may have been the primary basis for the appointment of the first-time supervisors, the literature suggests that the expertise they have acquitted may not always be adequate to enable them to assume and adapt to the new role (Karvinen-Niinikoski, 2006;Karvinen-Niinikoski et al, 2019). Hence this article extends and advances the role of the organisation as a context for learning.…”

Section: Problem Statementmentioning

confidence: 83%

“…The conception of supervision learning further emphasises what each supervisor supervisee brings to the situation and the significance of the informal role. Karvinen-Niinikoski et al (2019) assert that through professional supervision practitioners engage in a relationship with a supervisor. The relationship serves as both a place and space to refine and develop professional identity, knowledge and skills, and for reflectively examining the challenges faced in everyday practice.…”

Section: Discussionmentioning

confidence: 99%

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Workplace Learning in the Contemporary Supervision Landscape: The Case of Supervision in a Social Service Organisation

Sithole

Shokane

2023

SWORK

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The blurring of the boundaries and interconnectedness between learning and work are features worth exploring in the contemporary supervision landscape. Grounded on transition-experiential learning theories, the study analysed a social service organisation as a context for learning and examined how this context facilitated or inhibited supervision learning experiences for first-time supervisors. It draws on the qualitative findings of thirteen in-depth interviews whose data were analysed using the thematic analysis. This study found that the transitioning of first-time supervisors into the new role took place through their active participation in an organisational context. It concludes with the notion that workplace learning is a context-specific and interactive process. The social service organisation, with its unique features, serves the purpose of providing an environment for learning, with first-time supervisors afforded the opportunity to learn within the context and through interaction with other role-players. In summary, the study recommends a need for fostering of communities of practice, designing and management of workplace learning programmes, and ensuring the creation of sustainable and healthy workplaces. Keywords: social service organisation, organisational context, supervision practice, workplace learning, social service professions

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Section: Problem Statementmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Workplace Learning in the Contemporary Supervision Landscape: The Case of Supervision in a Social Service Organisation

Sithole

Shokane

2023

SWORK

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“…In a challenging practice field, restrictions on professional autonomy can increase demand for emotion management . While professional acknowledgement may positively interact with professional autonomy (Karvinen-Niinikoski et al, 2019), acknowledgment is also important in building trust (Pološki Vokić et al, 2020). This brings us to the relationships in social work and the theoretical development of trust.…”

Section: Trust In Relationships When Doing Pvementioning

confidence: 99%

Managing the tension between trust and security: A qualitative study of Norwegian social workers’ experience with preventing radicalisation and violent extremism

Haugstvedt¹

2021

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In Norway, social workers play a formalised part in the national strategy to prevent radicalisation and violent extremism. This part is played out by engaging with other services and organisations, such as the schools, health services, police and the police security service (PST), in a multiagency cooperation. In addition, social workers engage directly with individuals who have been deemed at risk of further radicalisation and are tasked with providing prevention and follow-up services. Norwegian social workers’ experiences from the work to prevent radicalisation and violent extremism (PVE) have not yet been specifically explored. Thus, this study asks the following main research question: How do Norwegian social workers experience and reflect upon their engagement in preventive work against radicalization and violent extremism? To answer this, an explorative qualitative study was devised utilizing data from 17 in-depth interviews and two focus-group interviews, analysed through an eclectic theoretical framework to reveal new knowledge. Furthermore, the study seeks to contribute to a theoretical development of social work in a new knowledge and practice field, alongside police and PST. The study finds that Norwegian social workers performing PVE experience tension from conflict expectations. First, Norwegian social workers frame and approach the task of PVE as a social issue and lean on common social worker strategies, and trustbuilding, in particular. This is labelled internal expectations. Next, through cooperation with police and PST, they are expected to participate in a more ‘secretive’ practices, where sensitive information flows more smoothly, without clients’ necessarily being aware of this. Analysis of this cooperation indicates that several types of jurisdictional settlements between social workers and the police, and PST in particular, exits. Of these, subordination to PST raise the most apparent ethical dilemmas for social workers. This practice influence and expectations from policy documents are labelled as external expectations. The conflict occurring between these two expectations create tension in the form of emotional dissonance and person role/conflicts. To cope with these, social workers apply emotion management strategies (internal management) as well as social support from peers and support staff (external management). As an extension of social support, where social workers may become aware of how policy and other professional logics influence their practice field, this thesis suggests that social workers may communicate these challenges to managers and policymakers through an offensive policy directed practice. These findings contribute to the development of the role of the social worker itself, influenced by security logics and policy, and suggests how this can be dealt with through a clearer demarcation between what is and what is not included in the tasks and responsibilities of social workers in PVE.

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“…Professional autonomy is defined as having control over one’s profession, the professional’s work, and jurisdiction of a field of expertise [ 74 ]. Although professional autonomy is foundational for professional power and professionalization within modern society, it is constantly evolving [ 12 , 75 , 76 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the professionalization of respiratory therapy in Canada

et al. 2021

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Introduction:A recurrent challenge facing respiratory therapists (RTs) is their legitimacy as professionals. RTs are often referred to as technologists, vocationalists, or technicians and must often justify their status as full professionals rather than "professional technicians". There is currently little exploration of what it means to be a profession and the process of professionalization in respiratory therapy. Approach: Drawing from sociological theory, the purpose of this paper is to discuss the professionalization of respiratory therapy in Canada using Andrew Abbott's theory, the "system of professions". We will use this theory as a lens to propose areas of consideration for professional development regarding two pervasive themes in the respiratory therapy community, RTs' specialized body of knowledge and professional autonomy. Findings: Abstract knowledge is believed to be essential in the evolution from occupation to profession and is valuable to a profession in three ways: it can influence the profession's legitimacy, it can be used for conducting research, and it promotes higher education. RTs possess jurisdictional professional autonomy within Canada. The privilege of self-regulation allows RTs to act according to their knowledge and judgement without direct oversight from other professions. Conclusion:Based on Abbott's theoretical position, RTs can rightly justify their position as professionals. However, RTs need to acknowledge that professionalization is a dynamic and continuous process that requires creative changes to innovate within the profession and support future efforts to reinforce their position as professionals. Throughout this paper, we offer suggestions for how RTs can contribute to the ongoing professionalization of respiratory therapy.

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Professional supervision and professional autonomy

Cited by 6 publications

References 18 publications

Workplace Learning in the Contemporary Supervision Landscape: The Case of Supervision in a Social Service Organisation

Workplace Learning in the Contemporary Supervision Landscape: The Case of Supervision in a Social Service Organisation

Managing the tension between trust and security: A qualitative study of Norwegian social workers’ experience with preventing radicalisation and violent extremism

Exploring the professionalization of respiratory therapy in Canada

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